资讯与组织实验室(ppt 25页)(英文版)

1、i T and Organization LAB指導教授指導教授博士班研究生呂新科謝清佳謝清佳T and Organization LABTheeffectofCognitivestyle&modeltypeonDSSacceptance:AnempiricalStudyPeriodical paperEuropean Journal of Operational Research 131 (2001) 649-663EJoOR - 2001DigitalLearningDashboardinanUniversity Conference paper第四屆全球華人科技研討會（Singa

2、pore）GCCCE - 2000ExploringtheFrameworkofKnowledgeManagementonCampusConference paper全國計算機會議 （台北）NCS - 2001 Dec AnExploringontheEffectsofLearningstyleontheAcceptanceofBlendede-LearningSystems (conference paper) (unfinished)20033rdInternationalConferenceon TechnologyinTeachingandLearninginHigherEducati

3、on July 14-16, 2003 Heidelberg, GermanyHDomain Conference TrackInformation System and Knowledge ManagementExploringtheFrameworkofKnowledgeManagementonCampus ExploringtheFrameworkofKnowledgeManagementonCampusConference paper全國計算機會議 （台北）NCS - 2001 Dec v本研究的主要目的便是經由文獻探索，據以相關理論架構為基礎提出符合校園營運的知識管理統合架構。v同時

4、以數位華岡的經營實務去解析這個架構並驗証執行成效。 IntroductionWisdomKnowledgeInformationDataEventsAbstractReal-World智 慧知 識資 訊資料事件RecordProcessDigest SublimeWisdomKnowledgeInformationDataEventsAbstractReal-World智 慧知 識資 訊資料事件RecordProcessDigest SublimeWisdomKnowledgeInformationDataEventsAbstractReal-World智 慧知 識資 訊資料事件RecordP

5、rocessDigest SublimeEDIKW 知識演進模型資料來源：本研究管理顧問Arthur Andersen及 Million Dollar均引用資料資訊知識智慧的架構6 Support Decision MakingSupport Organization Learning Theoretical Background KM Literature Review認識論觀點(Epistemology) : 外顯與內隱知識本體論觀點(Ontological) : 層次分為個人、群體、組織、跨組織知識的分類觀點 Theoretical Background KM Literature Re

6、viewusecreateidentifycollectorganizeshareadaptK KexplicittacitTechnologyTechnologyMeasurementMeasurementCultureCultureLeadershipLeadershipStrategyStrategyProcessProcessEnablersusecreateidentifycollectorganizeshareadaptK KexplicittacitTechnologyTechnologyMeasurementMeasurementCultureCultureLeadership

7、LeadershipStrategyStrategyProcessProcessEnablers知識管理架構資料來源：7引用美國生產力暨品質中心9與Arthur Andersen顧問公司共同發展的知識管理架構(Knowledge Management Framework)，結合外顯與內隱知識的分類理論 Theoretical Background KM Literature Review知識管理與組織學習學習週期分 析精 製整 合回 饋需 求搜 尋評 估導 入注 意保 存強 化喚 回供給迴路回饋迴路需求迴路經驗綜合經驗運用知識管理學習週期知識管理CreateIdentifyCollectOrg

8、anizeShareAdaptUse 學習週期分 析精 製整 合回 饋需 求搜 尋評 估導 入注 意保 存強 化喚 回供給迴路回饋迴路需求迴路經驗綜合經驗運用知識管理學習週期知識管理CreateIdentifyCollectOrganizeShareAdaptUse 知識整合型學校的學習架構資料來源：本研究本研究整合Moore的學習週期理論11與APQC協同Arthur Andersen顧問公司發展的知識管理架構9 Theoretical Background KM Literature Review校園知識層級Organizational MemoryOrganizational Memor

9、yOrganizational LearningOrganizational LearningUniversityUniversityCollegeCollegeDepartmentDepartmentClassClassIndividual Individual Inter-SchoolOrganizational MemoryOrganizational MemoryOrganizational LearningOrganizational LearningUniversityUniversityCollegeCollegeDepartmentDepartmentClassClassInd

10、ividual Individual Inter-School校園知識組織性層級及生成性階層資料來源：本研究知知 識識知識學習循環知識學習循環Process Process Organized Organized 資資 訊訊資訊管理循環資訊管理循環資資 料料資料處理循環資料處理循環知知 識識知識學習循環知識學習循環Process Process Organized Organized 資資 訊訊資訊管理循環資訊管理循環資資 料料資料處理循環資料處理循環生成性階層(Production Layers)組織性層級(Organizational Levels ) 以本體論(Ontological)的

11、觀點來看，將組織知識層級分為個人、群體、組織、跨組織8，參酌此知識層次結構的理論，規劃學校知識層級(Knowledge Levels)，劃分為六個層次依序為個人、班級(課程)、系所、院部、跨校層次。 Maturana 13則將組織的知識體系稱之為知識樹(Knowledge Tree)，這是個有趣且富創意的類比方式，我們也根據這樣的精神發展數位華岡的知識樹，從根部、樹軀幹、樹幹、枝幹、小枝幹、再至各單獨的樹葉 Theoretical Background KM Literature Review 完善的資訊基礎建設Technology 激勵及適切的組織性機制StrategyLeadershipM

12、easurement 學習導向的組織文化CultureusecreateidentifycollectorganizeshareadaptK KexplicittacitTechnologyTechnologyMeasurementMeasurementCultureCultureLeadershipLeadershipStrategyStrategyProcessProcessEnablersusecreateidentifycollectorganizeshareadaptKexplicittacitTechnologyTechnologyMeasurementMeasurementCul

13、tureCultureLeadershipLeadershipStrategyStrategyProcessProcessEnablers Theoretical Background KM Literature Reviewusecreateidentifycollectorganizeshareadapt知識顯隱領 導知識管理知識管理觸媒科 技衡 量文 化策 略InformationDATA資訊管理觸媒資訊管理Support Decision MakingSupport Organization Learning FrameworkTheeffectofCognitivestyle&

14、;modeltypeonDSSacceptance:AnempiricalStudyPeriodical paperEuropean Journal of Operational Research 131 (2001) 649-663EJoOR - 2001ResearchModelCorrelation/PathAnalysisAnExploringontheEffectsofLearningstyleontheAcceptanceofBlendede-LearningSystems (conference paper)2003 Introduction Theoretical Backgr

15、ound Research Model Measure and Methodology Findings and Discussion3rdInternationalConferenceon TechnologyinTeachingandLearninginHigherEducation July 14-16, 2003 Heidelberg, Germany This paper presents a path analytic model of students acceptance of blended courseware from the perspectives of indivi

16、duals learning styles, beliefs and attitudes. Another contribution of this study is to integrate learning styles with the popular TAM model as a new theoretical framework to examine the acceptance of e-learning systems. TAMTRATBPTAM21975 Fishbein and Ajzens Ajzen et al(1985) David et al (2000) Davis

17、1980) Theoretical Backgroundp Adoption ModelsTAM, a dominant model, proposed by Davis(1980) was adapted from the TRA model. Much research in the last two decades implies that TAM is one of the most widely cited and influential models. According to TAM, the usage of system is highly correlated with t

18、he behavior intention, which is largely determined by attitude toward the system. The construct of attitude will be influenced by individuals beliefs, which is further defined by two determinants, perceived usefulness and perceived ease of use. A number of researchers examine the possible mediating

19、effects as additional constructs to extant models.(Dishaw & Strong) The TPB model proposed by Ajzen(1991) extends from the original TRA model by taking subjective norms and perceived behavior control into consideration. Lucas and Spitler (1999) also extended TAM, including social norms and user

20、performance, and tested their model in a field study. Theoretical Backgroundp Adoption ModelsIndividualSystemBeliefsAttitudeIntentionIndividualBeliefsAttitudeIntentionSocial NormExternal Theoretical Backgroundp Extant Constructs in Adoption ModelsUseUseIndividual difference is regarded as a dominant

21、 factor to the adoption behavior of information system. David & Detmar(1997) reported that gender differences that might relate to beliefs and use of computer-based media. LU et al(2000) have examined the difference in cognitive style how to impact on the usage behavior of DSS systems. Because o

22、f the variety of perspectives used to differentiate individual, the meaningful difference factors are chosen based on the relevance to the characteristics of research subject, web-based learning. Theoretical Backgroundp Individual Difference IndividualBeliefsAttitudeIntentionIndividualBeliefsAttitud

23、eIntentionSocial NormExternalWeb-based LearningLearning StylesDSS SystemDecision StylesEJoOR - 2001ICTTL 2003 Theoretical Backgroundp Individual Difference SystemUseUse Theoretical Backgroundp Learning Styles Kolbs(1984)LearningStyleInventorymodel classifies learners in terms of their relative prefe

24、rences for thinking in four different types based on concrete experience or abstract conceptualization, and active experimentation or reflective observation dimensions. Type 1 preferences for concrete experience and reflective observation. Type 2 preferences for abstract conceptualization and reflec

25、tive observation. Type 3 preferences abstract conceptualization and active experimentation. Type 4 preferences concrete experience and active experimentation. Fourcategories:Myers-BriggsTypeIndicator(MBTI), a well-known model classifies learner by extroverts/introverts, sensing/intuition, thinking/f

26、eeling, judging/perceiving dimensions. Active/ Reflective:Active learners like to try things out and see how they work and like to work with others.Reflective learners like to think things through first.Sensing/Intuitive:Sensors like to learn facts, use well established methods and practical and car

27、eful.Intuitors tend to work fast and be innovative and can often handle abstract and mathematical concepts well.Visual/Verbal:Visual learners like diagrams, pictures, graphs and films.Verbal learners get more out of words heard and written.Sequential/Global:Sequential learners like to work in linear

28、 steps that follow logically.Global learners like to jump in, absorb material nearly at random and then get the big picture. Theoretical Backgroundp Learning Styles Felder&Silverman (1988) proposed a model of learning styles that has been emerged as a popular model to classify learners in the ed

29、ucational field. 44 self-report questions.LearningStylesBeliefsUsageIntentionAttitudeUsefulnessEase of UseDurationSocial NormWillingnessPreferenceSEN-INTSEQ-GLOACT-REFVIS-VRB TBP, TAM2 TBP, TAM2 3 21 By examining individual difference effects in the context of TAM, the integrated model identifies le

30、arning style as impact factor to individuals beliefs and attitude. Furthermore, this paper examines the influence of learning style and social norm on IT usage behavior. LearningstyleandsocialnormwereexplicitlyincorporatedinTAM as external variables affecting perceived usefulness and perceived ease

31、of use in the research model. TAM Research Modelp extend from TAM The sample includes 167 undergraduate students of a Basic Computer Skills course in Chinese Culture University. They were asked to use e-Learning systems to support the classroom teaching during a whole semester. The frequency and duration of usage were collected automatically by systems. Measure and Methodologyp extend from TAM SamplesQuestionnaire Learn